Chapter 7: Memory Development

Question 1

Semantic memory

Answer 1

Memory for facts and concepts

Question 2

Episodic Memory

Answer 2

Memory of events: Graduation, birthday party, etc

Question 3

Motor memory

Answer 3

memory for executing motor skills like kicking a soccer ball throwing a baseball

Question 4

Procedural memory

Answer 4

-Memory for how to do things
-Remembering how to wash your car, cook. Or use your scientific calculator

Question 5

Types of Long-term memories

Answer 5

-Explicit (declarative)
-Implicit (non declarative/procedural)

Question 6

Explicit (declarative)

Answer 6

-With conscious recall
-Facts-general knowledge (“semantic memory”) how things look like a dog
-Personally experienced events (“episodic memory”) takes effort to think about it

Question 7

Implicit (nondeclarative/procedural)

Answer 7

-Without concious recall
-Skills-motor and cognitive
-Dispositions-classiscal and operant conditioning effects
-Driving on a call and don’t really have to make effort to remember how to drive
-To go to work is also operant conditioning because we do it over and over again

Question 8

Memory phase 3 steps

Answer 8

-Encoding, retention, and Retrieval
-This is the order in which memories are processed

Question 9

Acquisition (Encoding)

Answer 9

Stage at which information gets into memory

Question 10

Factors affecting Encoding

Answer 10

Attention
-The more effort we plase to attending to information the more likely it is that we successfully put information into memory
-We cannot fully process everything in our environment; so, things of interest need more attention

Question 11

Getting Organized

Answer 11

-Another factor that improves encoding
-Organization of information in memory improves your ability to learn it
-The second list was organized by category which facilitates recall
-Again, our memories are more effective when material is organized

Question 12

Generating cues for Retrieval

Answer 12

-Encoding specificity
-Learning information with cue and retrieving that same information with same cues increases likelihood of retrieval
-A match between the encoding and retrieval contexts aid in recall
-Example: sitting in the same seat on exam day can help improve your recall

Question 14

Retention

Answer 14

Once encoded, memories are affected by various factors
- Interference and distortion
when beliefs change, we distort our memories in such a way that match our beliefs
-False memories
things that are suggested to us can become memories that we believe truly happened when in reality they did not happen

Question 16

Retrieval

Answer 16

-Retrieving information that was encoded into memory
-Both and encoding and retrieval are important in the process of memory

Question 17

Forgetting as a Factor Affecting Retrieval

Answer 17

-Forgetting often disrupts our ability to retrieve information from memory

Question 18

Interference theory of forgetting:

Answer 18

-information in memory interferes with each other leading to forgetting
-Example: you are trying to recall what a friend said to you but when trying to recall that information, you begin to also remember what other friends told you.
-Other info your friends told you interferes with the info you’re actually trying to remember

Question 19

Measuring Memory in Children

Answer 19

-Preference for Novelty Paradigms
-Dishabituation
- Implicates memory for “boring” stimuli
-Fagan (1973, 1974) showed that infants formed visual memories within 5 to 10 seconds of exposure to stimuli
-these memories lasted up to 2 weeks
-a strong emotions lead to longer lasting memories

Question 20

Infantile Amnesia

Answer 20

-Lack of remembering events from our infancy
-Why
-Lack of strong mental representations, verbal abilities, sense of self, undeveloped neural system, and the Hippocampus is not fully developed in infants